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ERIC Number: ED010475
Record Type: RIE
Publication Date: 1962-Jul
Pages: 84
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE UTILITY OF TRANSLATION AND WRITTEN SYMBOLS DURING THE FIRST 30 HOURS OF LANGUAGE STUDY.
SAWYER, JESSE; AND OTHERS
AURAL-ORAL METHODS IN THE EARLY STAGES OF LEARNING A SECOND LANGUAGE WERE COMPARED AND CONTRASTED. JAPANESE LANGUAGE LESSONS WERE PRESENTED ENTIRELY BY TAPE, WITHOUT THE CORRECTION OF A MONITOR, TO TWO GROUPS OF COLLEGE STUDENTS. ONE GROUP USED A TEXT OF TRANSLATIONS THE OTHER DID NOT. EACH OF THESE GROUPS WAS FURTHER DIVIDED INTO THREE SECTIONS AND EACH SECTION RECEIVED A DIFFERENTLY ORDERED PRESENTATION OF THE SAME MATERIAL. WHEN THE RESULTS OF THE TWO GROUPS WERE COMPARED, NONE OF THE VARIATIONS APPEARED TO HAVE A DIRECT EFFECT ON LEARNING OR RECALL OF PRONUNCIATION, SYNTAX, OR COMPREHENSION. THE INVESTIGATORS SUGGESTED, HOWEVER, THAT STUDENTS MAY BENEFIT IN PRONUNCIATION, SYNTAX, AND COMPREHENSION FROM TRAINING WITH A TRANSLATION TEXT, ESPECIALLY IF THEY ARE TRAINED IN A LANGUAGE LABORATORY. THE INVESTIGATORS ALSO INDICATED THAT THE ADVANTAGE DERIVED FROM THE USE OF THE TEXT MIGHT BE LOST IF THE SYSTEM PHONEMIC OF NOTATION IS COMPLEX OR FAILS TO CONSISTENTLY DESIGNATE IMPORTANT ASPECTS OF THE PRONUNCIATION PATTERN. (PM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: California Univ., Berkeley.
Identifiers: CALIFORNIA; California (Berkeley)